SIOP Language Analysis Template: Name:____Mesheng_Vang ____

Along with the revised peer reviewed visual literacy activity, I want you to now fill out the SIOP
Language Analysis Template. You will need to think about this activity more in depth and
answer all the questions listed in the template to be able to finish the assignment with a fully
thought out plan in place for a visual literacy activity that also meets the needs of your ELLs
students. See the template details for more information on how to complete it, please feel free
to alter or add anything that you see fit to your original plan into this template based on our
discussion and peer review today. This is meant to be a progressive assignment that continues
to build upon itself to allow you to consider new aspects of integrating visual literacy into your
planning.

Visual Literacy Assignment Rubric Total:________/50 points

SIOP Language Analysis Template:________/25 points

Final Grade:__________/75points
SIOP Language Analysis Template

Instructions: Think about your visual literacy lesson and its corresponding content objectives.
Come up with at least one language objective that you feel your students are practicing in
this lesson. Next analyze your lesson for how well the interactive activities practice each
language domain. Think about the group configurations that would be best for this kind of
language practice. Also consider the academic and content vocabulary. Lastly think about
how students will practice each piece of vocabulary by coming up with sentence stems and
ways they could use each one in a sentence.

Lesson Language Objective: (Add at least 1 language objective for this project. Pick one or
more of the language domains that you think could be practiced during this activity and create
an objective for it. It must relate to your visual literacy lesson.) 5 points

Students will be able to compare what they learned from the song to art pieces that were
influenced by the war in a group discussion.

Domain Practice: (For this section think about the procedure in your lesson plan so far, now
analyze it for how well it used the four language domains. Tell me where/how you built in
practice of each domain, and if one is missing tell me how you could alter the lesson to
incorporate that domain. All four domains need to be described.) 5 points

Speaking: Students can discuss and share their thinking with partners during the activity.
Reading: Students can read the lyrics with the teacher and then use inferences for the song's
meaning.
Listening: Students listen to the song and then think about what it would feel like to be in the
people’s shoes and experience their journey.
Writing: For this domain, I had a limited amount of focus on it. To alter the lesson and include
this in it, I can have students write a short paragraph about why they chose the symbols they
did for their design and if there is any back story.

Group Configuration: (Think about the best ways you could group students to help practice
these domains. Would this be whole group discussions, small groups discussions at their tables,
sharing with partners, etc. How might you help your language learners by partnering them with
certain students? Why did you pick this group configuration?) 5 points

I would do a group discussion for this activity while allowing them to share with their partners.
The reason why I pick this group configuration is so that my language learner can engage with
everyone and have the chance to understand their peer's perspectives. During the independent
activity, I will have a small group at one table where I can spend one-on-one with them.
Content and Academic Language Vocabulary: (Look at the lesson you made so far. What
content vocabulary will be taught? Also, what academic vocabulary and language skills the
students will practice. Break it up into two parts, the vocabulary and the language skills. Think
nouns and verbs. Make sure it is a complete list of any new vocabulary you’d use.) 5 points

Some of the content vocabulary that will be taught are Vietnam War, duet, words from the
song that they do not understand, motifs, symbols, conflicts, and refugees.

The academic vocabulary that they will demonstrate are analyze, evaluate and corresponds.

Vocabulary and Academic Language Usage: (Give possible sentence stems or ways each new
vocabulary term can be used in a sentence. This will model to students how they will use the
vocabulary and language skills they are being taught. Give possible sentence stems and ways of
modeling the potential ways students will use the vocabulary and language skills they are being
taught. See the example for ideas. There needs to be one for every vocabulary term you listed
above.) 5 points

-My grandpa was a soldier during the "Vietnam War," in which he fought alongside the US
Soldiers.
-The song we listened to is sung by a girl and a boy, also known as a duet.
-We will look at some motifs, decorative designs, and patterns on this Hmong emblem.
-Now let's look at this symbol, which stands for things or objects that represent something else,
especially something of importance.
-The Vietnam War started because North and South Vietnam has a serious disagreement or
conflict with one another because of their difference in view.
-My dad was forced to leave his village in Laos and his family during the war. He made the
journey to the United States alone because he got separated from his family in the refugee
camp in Thailand. He and thousands of other Hmong refugees made the journey to the United
States on planes.
-After listening to the song, lets analyze what this lyrics means. Let dig deeper into it and find
what the singer is trying to tell us.
-Let’s evaluate this artwork. Do you think the artist did a great job in their creation to tell us a
story? Did they succeed?
-Do you think the lyrics corresponds to these story in the flower cloth? Please give me some
example of connection using the cloths and lyrics from the song as evidence.